[ANSWERED 2023] The excerpted reading provided below is from the article Dissertation completion: No longer higher education’s invisible problem, published in the Journal of Educational Research and Practice by Marshall et al. (2017).
The excerpted reading provided below is from the article Dissertation completion: No longer higher education’s invisible problem, published in the Journal of Educational Research and Practice by Marshall et al. (2017). Doctoral writing assessment The excerpted reading provided below is from the article Dissertation completion: No longer higher education’s invisible problem, published in the Journal of Educational Research and Practice by Marshall et al. (2017). In this article, the authors conduct a literature review and qualitative interview study in order to better understand the challenges and supports that impact doctoral student success. The reading below includes the literature review portion of the article which focuses on \”Challenges to Completion\” and \”Supports to Completion\” as well as the \”Implications\” section which offers reflections on the findings of the authors\’ qualitative study. As you read and engage with this excerpt from Marshall et al. (2017), determine what content from the reading is relevant to your doctoral journey; then, compose an essay in response to the questions listed below: What challenges to completion do you anticipate you will encounter in your doctoral program? What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals? In your essay, include relevant paraphrased and cited information from this Marshall et al. (2017) reading excerpt, using your preferred citation style: Challenges to Completion Cassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete because of time commitment, lack of research skills, personal challenges, and other outside factors; (b) those who can complete but choose not to, leaving the program for personal or professional reasons; and (c) those who successfully reach dissertation completion. How the personal and professional challenges impact those who do complete the dissertation became the focus of this study. Personal or Environmental Factors To successfully reach dissertation completion, the impact of outside factors such as managing work and family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student progress. This is particularly true for practitioner scholars who negotiate both the professional and academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013; Dominguez, 2006). Another relevant barrier to doctoral degree completion is lack of funding. Dissertating doctoral students may be conflicted with work concerns and money during this final stage in the doctoral process. Financial aid and fellowships for doctoral students are critical resources to ensure completion (Ehrenberg et al., 2009). Flynn et al. (2012) further explained that professional factors such as unemployment were barriers to dissertation completion. According to Smallwood (2006), many of the issues related to non-completion may be attributed to admission selections. \”Academic and affective factors that enter into the admissions process of doctoral students must be focused upon the student\’s ability to complete program requirements and ultimately be awarded the doctoral degree\” (McCalley, 2015, p. 4). The immutability of these issues spans 3 decades, with doctoral degree candidates reporting similar barriers impacting completion (Bair & Haworth, 2004). Impostor Syndrome Clance and Imes (1978) studied high-achieving individuals and observed that high-performing professionals may often struggle with fears of being exposed as an impostor. The groups they identified included persons for whom success came quickly, first-generation professionals, people with high-achieving parents, members of minority groups, and students. Nelson (2011) described impostor syndrome as \”the crippling feelings of self-doubt and anticipated failure that haunt people who attribute their success to luck or help from others rather than their own abilities\” (p. 129). Sherman (2013) warned that this self-doubt could create a paralyzing fear of failure: \”Impostor syndrome can create performance anxiety and lead to perfectionism, burnout, and depression\” (p. 31). Hendrikson (2016) noted that impostor syndrome often appears \”after an especially notable accomplishment, like admission to a prestigious university, public acclaim, winning an award, or earning a promotion\” (p. 1). Young (2011) clarified that those with impostor syndrome believe erroneously that they lack intelligence, skills, and competencies; consequently, they feel undeserving of success. Young further predicted that times of transition, new challenges, and high-stakes assignments could cause impostor feelings to surface, even in otherwise confident, high-performing adults. Cuddy (2016) opined that impostorism is nondiscriminatory and knows no limits, as she recalled a conversation she had with Pauline Clance: \”One more thing, if I could do it all over again, I would call it the impostor experience, because it\’s not a syndrome or a complex or a mental illness. It\’s something almost everyone experiences\” (p. 95). Cuddy further explained that rates of perfectionism, performance anxiety, and societal expectations may contribute to the impostor syndrome. Nonetheless, Cuddy reported that fear of failure was recognized across numerous studies in different disciplines as the root cause of performance paralysis in otherwise highly capable individuals. Writing Anxiety Candidates associated anxiety with producing doctoral level work, especially because \”explicit instruction in areas such as \’thesis writing\’ and \’writing for publication\’ does not seem to be normal practice in higher education\” (Ferguson, 2009, p. 286). Students can feel overwhelmed by feedback for revisions regardless of depth or breadth of the recommendations due to a lack of exposure to academic writing before program admission (Ondrusek, 2012; Thomas, Williams, & Case, 2014). When students can edit their work based upon the feedback of faculty or peers, students lacking research skills are likely to focus primarily on grammatical changes instead of strengthening their overall argument (Ondrusek, 2012). Becoming a good writer requires a sense of vulnerability and discomfort inherent in the practice during multiple revisions. Additionally, O\’Connor (2017) argued that when students face their intellectual inhibitions, it is not simply an issue of confidence in presenting ideas, but a compelling anxiety about the nature of formulating thoughts. Writing is a personal experience and receiving feedback requires a certain level of openness and willingness to take criticism (Ferguson, 2009; Liechty, Schull, & Liao, 2009). \”We must recognize that the ability to write from a scholarly perspective is a skill that does not necessarily precede acceptance into a
[ANSWERED 2023] The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project
The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project The purpose of the research proposal is to help you to understand your project Follow the directions below for the completion of the Research Proposal assignment for Unit III. Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project. Description: In this assignment, you will create a research proposal consisting of three sections: Section 1: What is the topic? (100-150 words) Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words) Section 3: Your tentative thesis statement (one to two sentences) All sources must be documented via APA citations and references. You may also seek out the guidance of the Success Center; the specialists are always there to assist you with your writing and comprehension. Expert Answer and Explanation Research Proposal Topic The research proposal topic is to examine “The Impacts of Sex Education on High School Going Adolescents.” The topic was arrived at as it is essential as it captures information concerning the need for sex education in high school adolescents. The topic is based on the premise that the number of teenage pregnancies has been on the rise, and the main means of mitigation or prevention is through sex education (Ericksen, & Weed, 2019). The adolescents in high school were decided upon because they present with a high number of teenage pregnancies. In retrospect, the topic will offer insights concerning the impacts that prevention through ex education will impact the prevalence of teenage pregnancies as well as aspects of the sexually transmitted disease or infections. Controversy and Thesis Statement Many school adolescents are undergoing changes with their bodies, and growth hat constantly affects their actions and behavior. In this period, many are engaged in risky behaviors and the need to explore new events and phenomena that they listen to the view of have read in their own time. Some of these behaviors might include the indulgence in sexual activity due to the thought that they have become adults and have to experiment or have relationships with each other (Piotrowski, & Hedeker, 2016). While adolescents might be taught on the normal school disciplines regarding their majors, it is essential to provide sex education. The lack of or the inadequacy of proper sex education leads to a group of uninformed adolescents who have to understand their processes and changes through trial and error (Marseille et al., 2018). While some may behave in a reserved manner, others may choose to exploit the changes in their hormonal imbalance and explore different impulses that they have within, including engaging in sexual behaviors. However, through sexual education, it becomes easy to pass critical information concerning growth and changes. Teenage adolescents, regardless of preexisting medical conditions or disabilities, have the capacity to benefit when they are given developmental and accurate information concerning the socio-cultural, biological, relational, psychological, and spiritual attributes of their sexuality. Sex education can be shared and taught in communities, schools, medical offices, and homes by the use of evidence-based interventions. In this regard, adolescents can be advised or shown the best alternative to growth and development towards a safe and positive perception of sexuality (Constantine et al., 2015). For instance, the initiation of short-term effects concerning the rights-based sexuality education curriculum can be a crucial aspect of high school going students. The research proposal makes use of various articles related to sex education and teenage pregnancies to inform on the different aspects concerning sex education and prevention of mitigation mechanisms. For instance, adolescents can be provided with programs that focus on teen pregnancy prevention (Marseille et al., 2018). Similarly, programs such as Be the Exception can be introduced to create in students the need to be different and uphold their sexual desires in the bod to avoid teenage pregnancy. On the other hand, the impacts of sex education on high school going students can be affected by the attitudes of the teaches concerning aa curricula that emphasize abstinence-only (Bowden et al., 2003). Sex education entails more than instructions that the adolescents have to follow regarding the physiology and anatomy of biological reproduction and sex. However, the research ought to cover a wide spectrum of teaching concerning gender identity, sexual development, intimacy, interpersonal relationship, teenage pregnancy, and availability of medication in the event of infection or pregnancy. References Bowden, R. G., Lanning, B. A., Pippin, G., & Tanner Jr, J. F. (2003). Teachers’ attitudes towards abstinence-only sex education curricula. Education, 123(4), 780-790. Constantine, N. A., Jerman, P., Berglas, N. F., Angulo-Olaiz, F., Chou, C. P., & Rohrbach, L. A. (2015). Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial. BMC public health, 15(1), 293. Ericksen, I. H., & Weed, S. E. (2019). Re-Examining the Evidence for School-Based Comprehensive Sex Education: A Global Research Review. Issues in Law & Medicine, 34(2). Marseille, E., Mirzazadeh, A., Biggs, M. A., Miller, A. P., Horvath, H., Lightfoot, M., … & Kahn, J. G. (2018). Effectiveness of school-based teen pregnancy prevention programs in the USA: A systematic review and meta-analysis. Prevention Science, 19(4), 468-489. https://doi.org/10.1007/s11121-017-0861-6 Piotrowski, Z. H., & Hedeker, D. (2016). Evaluation of the be the exception sixth-grade program in rural communities to delay the onset of sexual behavior. American journal of public health, 106(S1), S132-S139. Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Solved Questions: SOLVED! How would your communication and interview SOLVED! Describe the difference between a nursing practice SOLVED! How do you think evidence from nursing journals SOLVED! Discuss how elimination complexities can affect SOLVED! Case C 38-year-old Native American pregnant ANSWERED! In a 1,000–1,250 word essay, summarize two [ANSWERED] Students will develop a 1,250-1,500 word paper that includes research proposal example, research proposal sample
[ANSWERED] Based on Case Study: Fetal Abnormality and the required topic study materials, write a 750-1,000-word reflection that answers the following questions:
Based on Case Study: Fetal Abnormality and the required topic study materials, write a 750-1,000-word reflection that answers the following questions: Based on Case Study: Fetal Abnormality and the required topic study materials, write a 750-1,000-word reflection that answers the following questions: What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity? Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected? How does the theory determine or influence each of their recommendations for action? What theory do you agree with? Why? How would that theory determine or influence the recommendation for action? Remember to support your responses with the topic study materials. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Case Study: Fetal Abnormality Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant. Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome. Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud. Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears. Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother. Expert Answer Fetal Abnormality Case Study Conservative ways of thinking in all sectors including health is one of the reasons why many people experience health challenges (Greiner & Conklin, 2015). For example, if a sick woman in the hospital refuses to take a certain medication prescribed to them in the hospital because their church pastor told them not to do so, it is treated as a conservative action, which could lead to endangering her life or even loss of the life (Cherry, 2016). For this reason, health professionals recommend argument using evidence-based theories, where the action they take is always justified by the proven theory. Transcendence theory of human personality and Murray’s theory of psychogenic needs is one of the theories that can be used in making such arguments. Cases of fetal abnormality should also be taken with caution, ensuring that the spiritual consideration and the medical considerations are factored in with the right thresholds. Murray’s Theory of Psychogenic Needs In the case of Jessica, an immigrant from Mexico who realizes that the baby she has been carrying for six months has no hands, has a high risk of having down’s syndrome, and has other abnormalities, the most applicable theory for use in decision making is Murray’s Psychogenic theory. In the theory, Murray describes needs as the potentiality to respond in a specific way given the occurrence of certain circumstances (Cherry, 2016). When Jessica approaches the clinic with her husband Marco, they meet Dr.
[ANSWERED 2023] It can take several hours of game play to learn the mechanics of some games, even longer for the more complex games. If subject matter learning can occur only after this initial game
It can take several hours of game play to learn the mechanics of some games, even longer for the more complex games. If subject matter learning can occur only after this initial game It can take several hours of game play to learn the mechanics of some games Assignment: It can take several hours of game play to learn the mechanics of some games, even longer for the more complex games. If subject matter learning can occur only after this initial game mechanic learning has taken place, educators need to justify the amount of time a learner spends in the game environment. User interaction is important in this type of learning and evaluation of success might be measured by user knowledge enhancement and be able to use that new knowledge in real-life situations. For this assignment, create a PowerPoint® or Prezi® presentation covering this content: Design an educational simulation scenario incorporating the use of an electronic health record (EHR) and answer the following questions: Title Slide (1 slide) Which informatics competencies would you focus on and why? (2 slides) What strategies will you use to encourage user engagement and interaction with the simulation? (2 slides) What strategies will you use to measure user knowledge engagement from interaction with the simulation? (2 slides) How can virtual reality, simulations, and real-life scenarios be designed to provide optimal education? (2 slides) How might available resources and technology differ in an urban environment versus a rural environment? (2 slides) How might virtual reality, simulations, and real-life scenarios be integrated into the nursing school curriculum to increase patient, practitioner, and hospital safety? References Slide (1 Slide) An example of a quality presentation is located in the Resources tab and make certain to include an audio explanation and detailed speaker notes on all content slides, and use at least 5 references. include pictures Expert Answer and Explanation When developing an HER educational scenario, some of the competencies that I would focus on include technical competencies which include the ability to properly use the computer (computer literacy) and knowledge of how to use different computer applications. According to Strudwick et al. (2019), for a nurse to properly apply informatics including the use of EHR system, they should at least posses the skills required to have a simple understanding of the computer and its application. Another important competence is listed as practical competence. Practical competence involves the ability to apply the EHR system into nursing practice. Some of the skills involved in development of practical competence include the ability to identify useful data to be used in patient care, ability to link evidence-based methodologies using EHR system, including collection, manipulation, and analysis of collected data The last competence is the leadership competence which develops the skills of the users to apply the EHR system in a leadership role. The leadership competence will focus on the ability to create new knowledge using the EHR system, ethical application of technology use, which is considered an important element, more so protection of patient data (Kiel, Ciamacco & Steines, 2016) and finally the ability to use technology to improve administrative functions and processes. The reasons for selecting the listed competencies is first to enhance the ability of the users to collect relevant research data using the EHR system. Another reason is to facilitate the development of data manipulation and analysis skills with the intention of improving patient outcomes. The competencies will also give guidance to the users on how informatics can be used to improve nursing processes through development of leadership skills. Similarly, the competencies selected will assist in the development of skills in using nursing informatics. The selected competencies will also increase the awareness on some of the ethical issues relating to technology use in health care. Some of the strategies that can be used to encourage user engagement for the developed simulator include making the design of the simulator to be user friendly, easy to interact with and practical (Ryan et al., 2017). Another strategy is by giving an outline to the users on what to expect and what content is provided by the simulation experience. This will indicate to the users whether they will be getting value for engaging in the experience. Another strategy is by having an active support system that promptly responds to user queries. According to Ryan et al. (2017), one of the factors that encourages engagement is creation of a web based critique and feedback platform where users can share their experiences, support and offer recommendation for improvements. Developing content in a systematic manner from fairly easy to complex tasks can also enhance user engagement with the simulator. Another strategy to encourage engagement is by incorporating video and other multimedia support in the simulator. Having a measurement strategy to assess knowledge engagement of uses in simulations, virtual reality and real life experience is key in meeting the intended objectives of the learning experience. One of assessment strategies to assess knowledge engagement is by collecting user feedback on their experience and engagement using questionnaires and surveys. Another strategy is by using self-reporting measures, for example, progress tracking reports to assess the level of knowledge acquisition of the users. Some simulators also have inbuilt analytic tools that will automatically measure the level of knowledge engagement of the users. Another strategy is the use of occasional quizzes and exams to assess knowledge and competency acquisition from the learners. Assessing the ability of users to properly use and interact with the simulation without any assistance can also be used as an assessment strategy. Virtual reality and simulations can also be used to provide and promote optimal education in nursing. Some of the ways it can do so is by factoring in features that promote collaboration between teachers and students which is an essential aspect in knowledge transfer. Another way optimal education can be promoted is by including practical content that students can easily relate to and apply in real-life practice. Making VR and simulation tools easy to use,
[ANSWERED 2023] Insurance coding and billing is complex, but it boils down to how to accurately apply a code, or CPT (current procedural terminology), to the service that you provided
Insurance coding and billing is complex, but it boils down to how to accurately apply a code, or CPT (current procedural terminology), to the service that you provided Insurance coding and billing is complex, but it boils down to how to accurately Assignment 1: Evaluation and Management (E/M) Insurance coding and billing is complex, but it boils down to how to accurately apply a code, or CPT (current procedural terminology), to the service that you provided. The payer then reimburses the service at a certain rate. As a provider, you will have to understand what codes to use and what documentation is necessary to support coding. For this Assignment, you will review evaluation and management (E/M) documentation for a patient and perform a crosswalk of codes from DSM-5-TR to ICD-10. To Prepare Review this week’s Learning Resources on coding, billing, reimbursement. Review the E/M patient case scenario provided. The Assignment Assign DSM-5-TR and ICD-10 codes to services based upon the patient case scenario. Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit altogether as one document. Explain what pertinent information, generally, is required in documentation to support DSM-5-TR and ICD-10 coding. Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options. Finally, explain how to improve documentation to support coding and billing for maximum reimbursement. Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NRNP_6675_Week2_Assignment1_Rubric Excellent 90%–100% Good 80%–89% Fair 70%–79% Poor 0%–69% In the E/M patient case scenario provided: • Assign DSM-5 and ICD-10 codes to services based upon the patient case scenario. 18 (18%) – 20 (20%) DSM-5 and ICD-10 codes assigned to the scenario are correct, with no more than a minor error. 16 (16%) – 17 (17%) DSM-5 and ICD-10 codes assigned to the scenario are mostly correct, with a few minor errors. 14 (14%) – 15 (15%) DSM-5 and ICD-10 codes assigned to the scenario contain several errors. 0 (0%) – 13 (13%) DSM-5 and ICD-10 codes assigned to the scenario contain significant errors, or response is missing. In 1–2 pages, address the following: • Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding. 23 (23%) – 25 (25%) The response accurately and concisely explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding. 20 (20%) – 22 (22%) The response accurately explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding. 18 (18%) – 19 (19%) The response somewhat vaguely or inaccurately explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding. 0 (0%) – 17 (17%) The response vaguely or inaccurately explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding, or the explanation is incomplete or missing. • Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options. 23 (23%) – 25 (25%) The response accurately and concisely identifies the pertinent misssing information from the case scenario and clearly identifies what additional information would narrow coding and billing options. 20 (20%) – 22 (22%) The response accurately identifies the pertinent misssing information from the case scenario and identifies what additional information would narrow coding and billing options. 18 (18%) – 19 (19%) The response somewhat vaguely or inaccurately identifies the pertinent misssing information from the case scenario and identifies what additional information would narrow coding and billing options. 0 (0%) – 17 (17%) The response vaguely or inaccurately identifies the pertinent misssing information from the case scenario or partially identifies what additional information would narrow coding and billing options, or this information is incomplete or missing. • Finally, explain how to improve documentation to support coding and billing for maximum reimbursement. 14 (14%) – 15 (15%) The response accurately and concisely explains how to improve documentation to support coding and billing for maximum reimbursement. 12 (12%) – 13 (13%) The response accurately explains how to improve documentation to support coding and billing for maximum reimbursement. 11 (11%) – 11 (11%) The response somewhat vaguely or inaccurately explains how to improve documentation to support coding and billing for maximum reimbursement. 0 (0%) – 10 (10%) The response vaguely or inaccurately explains how to improve documentation to support coding and billing for maximum reimbursement, or response may be incomplete or missing. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. Purpose statement, introduction, and conclusion were not provided. Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors 4 (4%) – 4 (4%) Contains 1-2 grammar, spelling, and punctuation errors 3.5 (3.5%) – 3.5 (3.5%) Contains 3-4 grammar, spelling, and punctuation errors 0 (0%) – 3 (3%) Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding Written Expression and Formatting – The paper follows correct APA format for parenthetical/in-text citations and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors 4 (4%) – 4 (4%) Contains 1-2 APA format errors 3.5 (3.5%) – 3.5 (3.5%) Contains 3-4 APA format errors 0 (0%) – 3 (3%) Contains five or more APA format errors Total Points: 100 Expert Answer and Explanation Pathways Mental Health Psychiatric Patient Evaluation Instructions Use the following case template to complete Week
[2023] This week, you will develop your personal philosophy of teaching in a written statement, articulating your beliefs about important educational theories and practices
This week, you will develop your personal philosophy of teaching in a written statement, articulating your beliefs about important educational theories and practices This week, you will develop your personal philosophy of teaching in a written statement This week, you will develop your personal philosophy of teaching in a written statement, articulating your beliefs about important educational theories and practices. Your teaching philosophy should be based on what is meaningful to you in your approach to teaching. Note: As your experiences and beliefs about teaching grow and change, your philosophy will also change. Therefore, at the end of this course, you will submit your revised teaching philosophy with a brief discussion of how your philosophy has changed or developed during this course. There is no right or wrong way to write a personal teaching philosophy. However, for the purpose of this assignment, please follow the assignment guidelines below to connect your beliefs, goals, and strategies into a coherent approach to help students learn and grow. Assignment Guidelines Philosophy Paper Requirements The paper should be 2–4 pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins. Use a first person narrative and present tense. Write sincerely, uniquely, and memorably. Avoid clichés, jargon, and technical terms. Include specific (not abstract) ideas, using 1–2 concrete examples, whether actual or anticipated experiences. Show humility and mention students enthusiastically. Include your conception of how learning occurs. Communicate your goals as an instructor. Include actual or anticipated teaching strategies and methods. Include justification for why you teach (or anticipate teaching) the way you do. Include a brief discussion of how your teaching (or anticipated teaching) facilitates student learning. Include a conclusion. To assist you in developing your teaching philosophy, you may choose to include any or all of the following: Famous quotes Your personal experiences as a learner Your views of the educational system Your interest in new types of teaching and learning What you think students should expect from you as a teacher How you know your goals for students are being met How you create (or anticipate creating) an engaging or enriching learning environment, and specific activities or exercises to engage your students Place your order now on the similar assignment and get fast, cheap and best quality work written by our expert level assignment writers. Other Answered Questions: SOLVED!! Research legislation that has occurred within the last 5 years at the state or federal level as a result of nurse advocacy. Describe the legislation and what was accomplished. ANSWERED!! Assume you are a nurse manager on a unit SOLVED! Discuss how elimination complexities can affect SOLVED! How would your communication and interview ANSWERED!! Post your PICO(T) question, the search terms teaching philosophy examples, philosophy statement examples, my teaching philosophy essay, what is a philosophy statement, my philosophy of teaching, my teaching philosophy summary Teaching Philosophy Examples: Crafting a Compelling Philosophy of Education As a teacher, having a clear and concise teaching philosophy is essential to achieving success in the classroom. A teaching philosophy serves as a guide, outlining your beliefs, values, and goals as an educator. It helps you to articulate your teaching approach and sets the tone for your classroom. In this article, we will provide teaching philosophy examples and discuss how to craft a compelling philosophy of education that reflects your unique teaching style. What is a Teaching Philosophy? A teaching philosophy is a statement of your beliefs and values as an educator. It explains your teaching approach and goals, and how you aim to achieve them. A teaching philosophy provides a clear and concise description of your teaching style, making it easier for you to communicate your approach to students, parents, and colleagues. Why is a Teaching Philosophy Important? A teaching philosophy is important for several reasons. Firstly, it helps you to articulate your beliefs and values as an educator. It allows you to reflect on your teaching practice and ensure that your actions align with your values. Secondly, a teaching philosophy provides a roadmap for your teaching approach. It sets clear goals and expectations, helping you to stay on track and make informed decisions about your teaching practice. Finally, a teaching philosophy helps you to communicate your approach to students, parents, and colleagues. It provides a clear understanding of what students can expect from you as a teacher and helps to build trust and rapport with parents and colleagues. How to Craft a Compelling Teaching Philosophy Crafting a compelling teaching philosophy involves a combination of self-reflection, research, and careful planning. Here are some steps to follow: Step 1: Reflect on Your Beliefs and Values Before you can craft your teaching philosophy, you need to reflect on your beliefs and values as an educator. Ask yourself: What do I believe about teaching and learning? What are my core values as a teacher? What do I want my students to learn, and why? Use your answers to these questions to develop a list of key themes that will form the basis of your teaching philosophy. Step 2: Research Teaching Philosophies Researching other teaching philosophies can provide valuable insight into what makes a good teaching philosophy. Look for examples of teaching philosophies online and in educational literature. Take note of the themes and values that resonate with you and use them to refine your own teaching philosophy. Step 3: Write a Draft Using your list of key themes and values, write a draft of your teaching philosophy. Start with a brief introduction that explains your overall approach to teaching and learning. Then, use your key themes and values to expand on your approach and explain how you aim to achieve your goals. Be concise and avoid using jargon or complex language. Your teaching philosophy should be easy to understand and accessible to a wide range of readers. Step 4: Refine and Revise Once you have a draft of your teaching philosophy, take some time to refine and revise it. Share it with colleagues or mentors and
[ANSWERED 2023] Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue. Write a 750-1,000-word policy brief that summarizes the issue Research public health issues on the Climate Change or Topics and Issues pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population. Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue. Follow this outline when writing the policy brief: Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources. Create a problem statement. Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable. Discuss the impact on the health care delivery system. Include three peer-reviewed sources and two other sources to support the policy brief. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Expert Answer and Explanation Environmental Health in Hispanic Population Policy issue and population affected Environmental health is considered as the interaction between people and the environment and how it influences their health outcomes. The relation between the environment and community health is an issue which many at times is underscored with minority low-income population being on the receiving end. This paper will therefore evaluate it as the target health policy issue. The population of choice for the policy paper will be low-income Hispanics across the country. Hispanics are said to be the largest minority group in the US, standing at 17% of the total population (Velasco-Mondragon et al., 2016). According to Velasco-Mondragon et al. (2016), Hispanics being a minority group are said to face various health disparities which makes them be disadvantaged health-wise as compared to other population groups like non-Hispanic Whites. The disparities faced by this population are caused by social, cultural, economic, and environmental factors. The health issues that are prevalent for a majority of Hispanics are more pronounced in the low-income earners who belong to this community. For a majority of low-income Hispanic families, affordability of housing in areas where the environment is conducive for healthy living is an issue. In most of the places where they live in, it is rare to find recreational facilities where they can carry out physical exercises, hence the high rates of weight and cardiovascular-related issues (Suglia et al., 2016). In such neighborhoods, environmental pollution is also usually high. Most Hispanics are also known for the provision of labor in many industries. Some of the places or industries they work in are laced with toxic pollutants which affect their overall health (Stewart, Bacon & Burke, 2014). Hence, the reason for this paper to consider them as a population of interest Problem statement Environmental factors play a vital role in the health outcomes of individuals and communities at large. Amidst the continuous degradation of the environment leading to global issues such as climate change, degradation of community health, especially minority population in low-income communities, has become more evident. Advocating for better management of the environment as a means of improving environmental health has become a hurdle, especially for the said vulnerable minority populations. It is however encouraging that, despite the disadvantaged position held by minority population, recent trends have indicated an increased awareness on environmental health by minority populations (Macias, 2016). For the Hispanic population, several health issues faced by the community can be attributed to poor environmental health. Increased cases of cancer-related illnesses, respiratory disorders, cardiovascular problems, and even weight-related challenges can be attributed to lack of conducive living and working environment (Ash & Boyce, 2018). Little has been done to correct this problem. This policy paper will therefore try to highlight the link between environmental factors, and the effects on health in the Hispanic population. The paper will also tackle some of the policy measures that can be put in place to improve environmental health for this population. Suggestions for addressing the health issue caused by the current policy There are several approaches which can be used to tackle the issue of environmental health in the Hispanic population. The first being advocacy for better living and working environment. Advocacy involves lobbying the relevant institutions, in local, state, and national level to make necessary changes to existing problems (Ray et al., 2015). Advocating for policy changes to reduce environmental pollution, especially from industrial activities, can prove to be of significant help in improving the environmental health of the target population. Local initiatives aimed at improving environmental health can also help. Local initiatives such as health promotion programs can help to sensitize the community on the importance of a clean and conducive environment on their health outcomes. Such initiatives can be done in collaboration with community health facilities, local authorities, and learning institutions. The advantage for such initiatives is that they usually require very little budgetary implications if any. The steps required to initiate policy changes include sensitizing the community on the policy issue, which is the effect of environmental factors on health outcomes. By making the community aware of the scope of the policy, they can then take the initiative to advocate for the required changes. Some of the stakeholders involved at this stage include institutions like local community health facilities, faith-based organizations, learning institutions, and even government institutions to list a few. The next step
[ANSWERED 2023] Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks,
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping Lily is a 20-year-old student at the local community college. When some of her friends Assignment 1: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat CASE STUDY 2: Focused Throat Exam Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus during the past 2 weeks, Lily figured she shouldn’t take her 3-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested. To Prepare By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor. Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case. With regard to the case study you were assigned: Review this week’s Learning Resources and consider the insights they provide. Consider what history would be necessary to collect from the patient. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. The Assignment Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each. Episodic/Focused SOAP Note Template – (delete information on this template and input one related to the patient in the case study above). Patient Information: Initials, Age, Sex, Race S. CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”. HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example: Location: head Onset: 3 days ago Character: pounding, pressure around the eyes and temples Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia Timing: after being on the computer all day at work Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better Severity: 7/10 pain scale Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products. Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance). PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system. Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent. ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe. Example of Complete ROS: GENERAL: No weight loss, fever, chills, weakness or fatigue. HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose or sore throat. SKIN: No rash or itching. CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema. RESPIRATORY: No shortness of breath, cough or sputum. GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood. GENITOURINARY: Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY. NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control. MUSCULOSKELETAL: No muscle, back pain, joint pain or stiffness. HEMATOLOGIC: No anemia, bleeding or bruising. LYMPHATICS: No enlarged nodes. No history of splenectomy. PSYCHIATRIC: No history of depression or anxiety. ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia. ALLERGIES: No history of asthma, hives, eczema or rhinitis. O. Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc. Diagnostic results: Include any labs,
[ANSWERED 2023] Prepare this assignment as a 1,500-1,750-word paper using the instructor feedback from the previous course assignments and the guidelines below
Prepare this assignment as a 1,500-1,750-word paper using the instructor feedback from the previous course assignments and the guidelines below. PICOT Question Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study). Research Critiques In the Topic 2 and Topic 3 assignments, you completed qualitative, quantitative, and mixed methods research critiques on two articles for each type of study (four articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions. The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question. Use the “Research Critiques and PICOT Question Guidelines – Final Draft” document to organize your essay. Questions under each heading should be addressed as a narrative in the structure of a formal paper. Please note that there are two new additional sections: Outcomes Comparison and Proposed Evidence-Based Practice Change. General Requirements You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Template Title of the Paper Do not add any extra spaces between your heading and your text (check Spacing under Format, Paragraph in your word processor, and make sure that it’s set to 0”)—just double space as usual, indent your work a full ½ inch (preferably using the tab button), and start typing. Your introduction should receive no specific heading because it is assumed that your first section is your introduction section. Once you’ve considered these formatting issues, the introduction is a good place to include the nursing practice problem and the PICOT statement. This statement will then provide your reader with a lens for understanding the forthcoming research you’ve decided to present in the body of your essay (after all, each piece of literature should support and be made applicable to this thesis statement). Once you’ve established your thesis, you can then begin constructing your introduction. An easy template is as follows: Start with what’s been said/done regarding your topic of interest. Explain the problem with what’s been said or done. Offer your solution, your thesis statement (one that can be supported by the literature). Explain how your thesis brings about social change. Background of Studies In this section discuss the background information from the studies. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention–it’s much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. Methods Here’s another Level 1 heading. Again, the topic sentence of this section should explain how this is related or a result of what’s been discussed in the previous section. Qualitative Studies The Level 2 heading here implies that this is a subsection of the previous section. Using headings are a great way to organize your paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). Quantitative Studies One crucial area in APA is learning how to cite in your academic work. You really want to make sure you cite your work throughout your paper to avoid plagiarism. This is critical: you need to give credit to your sources and avoid copying other’s work at all costs. Look at APA starting at 6.01 for guidelines on citing your work in your text. Results of Studies Do the same here as was done above. Introduce the level one heading by saying this section will discuss the qualitative and quantitative results. APA can seem a bit tricky to master, but it’s really fairly straightforward once you get the hang of it. There are also plenty of sources to help you—don’t be afraid to ask! Qualitative Results Quantitative Results Ethical Consideration Again, the topic sentence of this section should explain how this is related or a result of what’s been discussed in the previous section. Qualitative Studies Quantitative Studies PICOT Statement, Research Article, and Nursing Practice Problem Link In this section discuss the nursing practice problem in the PICOT question. Talk about how the articles support or don’t support the intervention in the PICOT question. Remember to follow the guidelines. This section is worth more points and needs to be thorough in how the PICOT question will impact nursing practice. Conclusion or Summary Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, it should also interpret what you have written and what it means in the bigger picture. In your concluding remarks, think big! Some questions to ask yourself include: What do you want to happen with the information you’ve provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your
[ANSWERED 2023] You have spent six weeks exploring theories of nursing. These represent the “how” of what we do as nurses. This week we enter a higher level of thought and explore the “why”
You have spent six weeks exploring theories of nursing. These represent the “how” of what we do as nurses. This week we enter a higher level of thought and explore the “why” of what we do. Present a personal nursing philosophy. Apply what you have read throughout the course and explore the literature on nursing philosophy. While Fawcett was not a nursing theorist, she is a nursing philosopher and her Metaparadigm of Nursing approaches philosophy over theory. Once you have discussed your philosophy, identify a theoretical framework (not the middle-range theories but the underlying assumptions in that framework) that fits your philosophy. Compare and contrast your philosophy and the chosen framework. Describe a possible situation in which the framework may conflict or not fit your philosophy. While it is an important skill to be able to match a theory with a situation, it is also critical to understand when a theory or framework does not fit a situation. Expert Answer and Explanation Personal Theoretical Framework for Advanced Practice Nursing The healthcare sector is a critical service to any community. Healthcare professionals are required to make efforts that address the different issues affecting the delivery of care. The role of a care provider is based on the scope provided by their facility and the personal philosophy that guides their intrinsic motivation (Abou Malham et al., 2020). Personal nursing philosophies are essential as they provide care providers with the ability to have a sense of purpose. This paper will focus on my nursing philosophy and how it correlates with the theoretical framework. Personal Philosophy My personal philosophy statement as a nurse is that I have the mandate to provide quality medical care that is safer and patient-centered on the patient while safeguarding the patient’s autonomy, beliefs, and values. The philosophy is based on the role of a nurse as a care provider and the need to ensure that there is quality care and efficient patient outcome. Patient satisfaction is one of the factors that provide a nurse with a sense of purpose to which a personal philosophy can be attributed. My personal philosophy is centered on the needs of the patient and also includes the different ways in which I can impact the life of the patient in general. To begin with, the provision of quality medical care is a key point since it ensures that I achieve my role as a nurse and increase my experiences. Through the provision of quality medical care, I would be meeting the needs of the patient and those of the healthcare facility as a whole. Additionally, the personal philosophy also focuses on the need to safeguard the needs of the patient and increase overall efficiency. The strategy makes it possible for a care provider to include specific measures that would ensure the patient is well protected and all the key measures addressed. A healthcare professional can help safeguard the different needs of the patient, ensure their beliefs are taken into account and uphold their values (Abou Malham et al., 2020). These strategies increase the efficiency of my personal philosophy as a nurse and the strength to work with others to ensure efficient care delivery. Theoretical Framework Jean Watson is renowned for the theory of human caring which focuses on the role of the nurse as a care provider (Alharbi & Baker, 2020). Nurses are key players in the healthcare sector and as such have to provide essential services at all times. The theory denotes that human caring is the basis of the healthcare sector and can be used to ensure that different patients are provided equal care regardless of their different socioeconomic status. The theoretical framework that can be derived from the theory is that there is a need for constant and efficient human caring to ensure accurate, and patient-centered care (Alharbi & Baker, 2020). The theoretical framework can be correlated with my personal philosophy in different ways. The theoretical framework and my personal philosophy portray the need for care providers to offer care that is based on the patient’s needs. Human caring forms the cornerstone of nursing and can be used to increase the efficiency of care. Through human caring, nurses have the ability to ensure that the individual needs of every patient are addressed. The theoretical framework fits with my philosophy as they both address the role of a care provider in patient care and how they are supposed to ensure efficient care. For instance, my philosophy addresses the need to provide care that is centered on the patient and aligns with the standards of practice (Alharbi & Baker, 2020). To begin with, the theoretical principle of human caring is based on the Caritas Processes that guide the implementation of the process. The first of the Caritas Processes focuses on the need to practice loving kindness to others and to self. The strategy focuses on the need for care providers to constantly show value ad respect to others within their care and also ensure they are self-sufficient. The process compares with my philosophy in terms of safeguarding the interests of the patient. Through living kindness, I would be able to ensure that the patient feels the care of the nurse. The second component of the Caritas Processes is the ability of a care provider to be authentically present (Costello, 2018). Authentic presence focuses on the need to ensure that there is proper nurse-to-patient interaction and that the patient is provided with the resources on time and assisted with other additional needs. The third Caritas Process is to cultivate one’s own spiritual practice and increase self-awareness. The strategy is important since it enables a care provider to understand their position, skills, and other qualities in relation to the delivery of care (Rossillo et al., 2020). The Caritas Processes also provides an overview of developing an authentic and trusting caring relationship. These processes compare with my philosophy in line with the need to safeguard patient values and preferences through respect for autonomy. The Caritas